A Reusable Multiplayer Game for Promoting Active School Transport: Development Study

• Published in: JMIR Serious Games
• Main Authors: Teemu H Laine, Nhi Duong, Helena Lindvall, Solomon Sunday Oyelere, Stina Rutberg, Anna-Karin Lindqvist
• Format: Article in Journal/Newspaper
• Language: English
• Published: JMIR Publications 2022
• Subjects: Information technology; T58.5-58.64; Public aspects of medicine; RA1-1270; Tac; Luleå; Northern Sweden
• Online Access: https://doi.org/10.2196/31638; https://doaj.org/article/858c979ff4304737892675d6f7fa4a64

BackgroundMost children and adolescents in Sweden do not meet the recommended daily physical activity levels of the World Health Organization. Active school transport (AST) and gamification are potential methods for increasing children’s daily physical activity. We previously developed a game named Tic-Tac-Training for promoting active transport at workplaces; however, the game has not been applied to AST. ObjectiveThe objectives of this study are to investigate how Tic-Tac-Training functions to promote AST among schoolchildren in northern Sweden, improve the game to be more suitable for schoolchildren, and construct a road map for future development based on children’s ideas. MethodsFirst, we developed Tic-Tac-Training using the Scrum agile software development method. Second, we conducted a questionnaire-based formative evaluation of the game with schoolchildren (n=16; 9/16, 56% male; 6/16, 38% female; and 1/16, 6% other aged 11-12 years) in Luleå, Sweden. Third, we conducted focus group interviews with 33 children (13/33, 39% male and 20/33, 61% female aged 12-13 years) to gather ideas for gamifying AST. We mapped the interview results to the Octalysis gamification framework and established a road map for future development. ResultsThe formative evaluation revealed several issues, including a lack of interesting game features, lack of support for continuous engagement, disliked competitive features, and lack of incentives for discourse and participation. New features such as rewards, collectibles, and levels were implemented based on the results. The focus group interviews revealed additional ideas for gamifying AST, such as using avatars, in-game currency and trading, and context-sensitive tasks. ConclusionsThe results have several potential impacts on how reusable, gamified AST interventions can be developed and what kind of gamification elements schoolchildren in northern Sweden wish to see. These results can interest game researchers and teachers who wish to apply gamification in school contexts. Finally, ...